Monday, March 19, 2012

As I and my fellow online teachers continue to try out new
tools and strategies to engage our students, I am noticing a certain ironic,
and exciting, trend. The very thing that
one would think would interfere with authentic meaningful human relationships, that is, technology, is
actually having the opposite effect. The tools are actually evolving so that
they make our communication more human. I would even go as far as saying some
are transforming what it means to be human.

Texting is an example of a tool at the opposite extreme of
authentic meaningful communication. By necessity of brevity, texting
immediately jettisons most of the human touch, even with all those cute
abbreviations. ;-) See? Not
human. Don't get me wrong - I have nothing against texting. I text my own kids all the time! :)

But then we have wonderful tools like googledocs! The first time
I experienced this enhanced human-ness was when I tried googledocs for the
first time with my students. Rather than
go into all the details of the specific activity, I will just say that the
students were all editing a single document, and they could all see what each
other was typing as they were typing it. Each person's addition to the document
was accompanied by a little callout with their name in it. That and the fact
that we all saw the same thing in real time, made us all seem more
flesh-and-blood to each other, myself included. It was different than what we see in the chat
box of the Zenlive classroom, even though that too is live and identifies each
individual. I'm not sure why it felt so different; perhaps because it was a new
place for us to gather and it just looked different

.

Next time I noticed it was when our online history teacher
and edtech guru, Paul Rombough, showed us a video of a live Prezi activity that
his students had done. What we, and the
students, saw was little Rocky-and-Bullwinkle type avatars scrambling all over
a map of Quebec:

Each one of those little avatars had the name of a student
attached to it, so once again, there was a human layering happening by virtue of
the tool that was being used. In fact this one went two steps further than googledocs,
because each student was given an actual human form and a location to add to
their identity.

These examples had a huge impact on me. I found that instead
of feeling that I had to go above and beyond to make sure I was getting through
to my kids, and making them "see" me and their peers, the tool was
doing that for me. Of course it was not only because of the callouts or avatars,
but because of the collaborative nature of the task they were working on.

The super-humanity of the twitter chat

Now I have experienced a tool that makes it possible for us
to "see" each other in ways that simply would not be possible without
it.

I recently attended my first twitter chat. This simply means
that I and many others went onto twitter at a pre-determined time, searched for a pre-determined hashtag,
and for the next hour, tweeted with that same hashtag. It's kind of like being on a special twitter
channel. There are many chats like this that happen on a weekly basis, like
edchat, or mathchat, but the one that I finally decided to join in on was the
flipped class chat, the hashtag for which is #flipclass.

I shall try to describe this experience. Imagine yourself having five conversations at
the same time, each one of them fascinating. Then add the fact that each of
those 5 people you're talking to is someone highly innovative, respected, or
just plain famous. Now add another dimension - on top of that, as you carry on
these multiple conversations with these amazing people, other amazing people
that you didn't even know were there respond to things you are saying and start
even more conversations with you. And instead of 5, it's now more like 10. It simply could never happen in one room, or
without a tool like twitter. Even with twitter, it's impossible to keep up all
of the time, so the entire thing is recorded and posted for everyone to see the
day after. And when I say see, I really mean it. Have a look at this.

With this tool, we can see not only what was said, but also
directionality, intensity, and who the movers and shakers were. It seems to me that this tool, and the twitter
chat which it describes, makes it possible for us to process more information,
more quickly, and in new ways. Maybe it even makes us superhuman? But then here's another irony
- it certainly will take a super human to keep up with all the new tools that pop up everyday! Just when there are fewer and fewer phone booths around....

Thursday, March 1, 2012

Just had THE most fabulous time with my grade 10's. It was the introductory lesson on congruent triangles, but I didn't want to say the words "Congruent triangles" and give anything away.

So I gave them this geogebra worksheet, created by Evan Weinberg. They moved the segments around to form a triangle, then took a snapshot using their snipping tool. Then they went to this googledoc to insert their snapshot. I made it clear that under no circumstances were they to shrink or enlarge their image, I wanted the actual size. After we got just a few of them inserted, I moved my own triangle outline over theirs, sometimes flipping, sometimes rotating, and lo and behold, we all had the same triangle. So sss demonstrated without words, only by doing and comparing.

Next, they all logged onto their explorelearning accounts, and started the Proving Triangles Congruent gizmo. Did a quick demo of how to measure sides and angles, how to select the conditions, and how to play around with the triangles to see if they are definitely congruent, or not necessarily congruent under those conditions. Then they worked in pairs to fill in the slides of this powerpoint, using snapshots from the gizmo to back up their statements:

I haven't even looked yet at their dropboxes to see how they did, but I am already struck by how many tools they are now comfortable using! Geogebra, snipping tool, googledocs, explorelearning gizmos, powerpoint, uploading to the CMS.....I just spoke with some McGill students last Tuesday night about, among other things, all these cool tools I and my students use, and one of them asked me if the kids ever get overwhelmed by all of them. I said I didn't think so, because I hadn't heard any complaints. but after today, I am convinced they are fine! At least with the half a dozen or so we used today, because they seemed to just click right along, in fact, some had even started it BEFORE class!

We'll see how it goes, but one way or another, it turned out SO much better than I thought it would. Maybe I'm not crazy after all!